A New Framework for Science and Technology Policy

rigas.ouvaton.org

2009

1. Introduction 2. Questions of definitions 2.1. Science and technology, R&D, and other statistical categories 2.2. The multiple dimensions of the research endeavor 2.3. The real scope of science and technology policies 3. The new social and institutional framework 3.1. Science and ...

2013

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

Human beings are in the midst of constructing a new world through science and technology. This is taking place at an accelerating speed in both developed and developing countries. (Indeed, science and technology are essential to what we commonly think of as 'development' and its underlying ideal of human flourishing or well-being.) The kind of world that emerges will be determined not simply by the expanding knowledge of science or the increasing powers of technology. It will depend more significantly on decisions or policies made by governments, NGOS, corporations, universities, and individuals. These decisions in turn hinge on our visions, implicit or explicit, about good and bad, right and wrong, justice and injustice-and by our abilities to enact ideals in the face of limited knowledge and temptations to ease or arrogance. This course introduces students to key themes and topics in science and technology policy and to some of the most important decisions facing human civilization. It aspires to cultivate in students the virtues of reflective thinking, cogent argument, and informed judgment so that they may go on to wisely shape future policies with and for science and technology. Emphasis will be placed on exploration-of relevant ideas, events, texts, and opinions-more so than an obligation to learn or to leave knowing 'the basics' of science policy.

Choice Reviews Online, 2011

Federally funded basic and applied scientific research has had an enormous impact on innovation, economic growth, and social well-being-but some has not. Determining which federally funded research projects yield results and which do not would seem to be a subject ofhigh national interest, particularly since the government invests more than $140 billion annually in basic and applied research. Yet science policy debates are typically dominated not by a thoughtful, evidence-based analysis of the likeiy merits of different investments but by advocates for particular scientific fields or missions, Policy decisions are strongly influenced by past practice or data trends that may be out of date or have limited relevance to the current situation, In the absence of a deeper understanding of the changing framework in which innovation occurs, policymakers do not have the capacity to predict how best to make and manage investments to exploit the most promising and important opportunities. This lack ofanalytical capacity in science policy sits in sharp contrast to other policy fields, such as workforce, healih, and education. Debate ,in these fields is informed by the rich availability of data, high-quality analysis

SCIENCE AND TECHNOLOGY POLICY: PRIORITIES OF GOVERNMENTS, 1981

In its widest application science policy is concerned with education, the stock of knowledge, its availability and use, and research and development. Technology policy is concerned with the adoption and use of techniques – innovation, diffusion of techniques and their replacement. As is indicated in Table 2.1, however, the borderline between the two policy types is not clear-cut. Division between the areas and variables of science policy and technology policy are not watertight. Education and the stock of knowledge, for instance, play an important role in influencing the rate of innovation and diffusion of new technology. Again, all elements in the left-hand column of Table 2.1 influence those in the right-hand column and there is interdependence between variables in the left-hand column. This chapter concentrates on the areas of science policy listed in the first column of Table 2.1 and the next chapter on technology policy reviews those areas listed in the second column. The aim is to cover these areas broadly.

The Journal of Technology Transfer, 2008

Developing the "Science of Science Policy" will require data collection and analysis related to the processes of innovation and technological change, and the effects of government policy on those processes. There has been much work on these topics in the last three decades, but there remain difficult problems of finding proxies for subtle concepts, endogeneity, distinguishing private and social returns, untangling cumulative effects, measuring the impact of government programs in a true "but for" sense, and sorting out national and global effects. I offer observations on how to think about these issues.

SCIENCE AND TECHNOLOGY POLICY, 1981

Government management or control of science and technology has increased and governments have become more concerned about their formulation of science and technology policy. The reasons for this are complex and no doubt subject to dispute. Nevertheless, a number of observations appear in order. While the community at large still looks to advances in science and technology as a means of improving the lot of mankind, it questions the social benefits of unbridled scientific and technological change. Indeed many members of the community have become fearful of the possible unwanted effects of technological change, for instance nuclear risks, unemployment, global pollution. To gain the maximum benefits from scientific and technological change and to avoid unwanted environmental and social consequences, there has been a growing community demand for science and technological effort to be more closely supervised through the government to meet social goals. The belief has gained ground that the direction of scientific effort should not be left to scientists, technocrats or even business managers acting alone but that government reflecting community-wide interests should play a greater role in directing technological change. Specific concerns such as defence, then environmental damage and the depletion of non-renewable resources and, more recently, increased international economic competition accompanied by economic recession, have brought demands for improvements in the science and technology policies of governments.

Synthesiology English edition, 2012

2006

Abstract This position paper builds on Ann Carlson's summary of the results from the Atlanta workshop that has been distributed as Discussion Questions for GSF Workshop06-12. pdf. It starts by introducing a technologically very feasible 'dream tool'for science policy makers and many other stakeholders interested in more effective knowledge management and utilization.